Lesson 2.14: Physical Science Wave Theory and Sound

SCIENCE

Lesson 2.14: Physical Science ? Wave Theory and Sound

Weekly Focus: Reading for Comprehension Weekly Skill: Graphic Literacy

Lesson Summary: This week students will continue reading for comprehension with reading passages on sound and waves. Then, students will transfer their knowledge with the use of graphs and charts.

Materials Needed:

Comprehension Reading: Unit 2.14 Handout 1 (Spectrum Science, Grade 6, pages 94-95) Reading Passage & Graphic Literacy: Unit 2.14 Handout 2 Extra Work/Homework: Unit 2.14 Handout 3 (6-way paragraphs, Advanced Level, #45, pages

90-91)

Objectives: Students will be able to...

Gain an understanding of wave theory and sound Understand science concepts in graphs and charts

College and Career Readiness Standards: RI, RST, WHST, SL

ACES Skills Addressed: EC, LS, ALS, CT, SM, N

Notes: Please review and be familiar with classroom routine notes for: reading for fluency strategies (Routine 2), summarizing techniques (Routine 4), and self-management skills (Routine 1). The notes will help with making a smooth transition to each activity.

GED 2014 Science Test Overview ? For Teachers and Students

The GED Science Test will be 90 minutes long and include approximately 34 questions with a total score value of 40. The questions will have focus on three content areas: life science (~40%), physical science (~40%), and Earth and space science (~20%). Students may be asked to read, analyze, understand, and extract information from a scientific reading, a news brief, a diagram, graph, table, or other material with scientific data and concepts or ideas.

The online test may consist of multiple choice, drop down menu, and fill-in-the-blank questions. There will also be a short answer portion (suggested 10 minutes) where students may have to summarize, find evidence (supporting details), and reason or make a conclusion from the information (data) presented.

The work students are doing in class will help them with the GED Science Test. They are also learning skills that will help in many other areas of their lives.

H. Turngren, Minnesota Literacy Council, 2014

p.1

GED Science Curriculum

SCIENCE

Lesson 2.14: Physical Science ? Wave Theory and Sound

Activities:

Warm-Up: K-W-L Chart

Time: 5 - 10 minutes

As students enter the class, have the following written on the board or overhead "Wave Theory

(light and sound) is moving energy from one point to another without moving matter (objects)."

Have students create a "KWL" chart on a piece of notebook paper (below). This helps to

activate students' prior knowledge by asking them what they already Know (column 1); students

(collaborating as a classroom unit or within small groups) set goals specifying what they Want to

learn (column 2); and after reading students discuss what they have Learned (column 3).

Students apply higher-order thinking strategies which help them construct meaning from what

they read and help them monitor their progress toward their goals.

KWL Chart: K - What (else) do I KNOW?

W - What do I WANT to know? L - What did I LEARN?

Activity 1: Comprehension Reading (Unit 2.14 Handout 1)

Time: 40 - 45 minutes

1) Distribute Unit 2.14 Handout 1 to students.

2) Explain to students that the purpose of the reading passage is to introduce them to key

vocabulary and concepts surrounding sound, waves, and sonar. The reading discusses ultrasound

and how it is used to see into our bodies.

3) Ask students to review the title and count the number of paragraphs in the reading passage. Ask

students how they know where a paragraph begins. Explain that it is important to know how to find a

paragraph quickly as some test questions may ask students to refer to a certain paragraph. If you

have an overhead, point to it and/or label the indents.

4) Explain to students they should read all of the paragraphs silently in order to answer the questions

that follow. To help students find the main idea of the reading passage, remind them to think "What

are all of the paragraphs about?" and "What is the point that the author is trying to make?" while

reading.

5) While students are reading, circulate and discuss with students that when reading for

comprehension, there are many strategies to use: read the title to predict what the reading is about;

look at images, use the vocabulary in bold to guide them to more meaning while reading. If there

are images, they should use them to predict what they are going to read. Show the guide words on

the left side of the page that help with definitions of key vocabulary in the reading.

6) Ask students to answer the questions from the reading on the back of the page.

7) Review answers as a whole class. Ask students to point out the evidence (proof) from the reading

that led them to the answer

8) If there is extra time, have students read passage in pairs to promote reading fluency. If there is

extra time or to challenge students, they can write a 3 ? 5 sentence summary of all of the material

H. Turngren, Minnesota Literacy Council, 2014

p.2

GED Science Curriculum

SCIENCE

Lesson 2.14: Physical Science ? Wave Theory and Sound

presented, using Routine 4 Summarizing Techniques Handout.

Break: 10 minutes

Activity 2: Reading / Video / Worksheets (Unit 2.14 Handout 2) Time: 45 - 50 minutes 1) Distribute the handout (Unit 2.14 Handout 2) to students. 2) Explain to students that they will read a passage about wave theory. They should be reading for comprehension to understand the basics of wave theory. Discuss with students that the purpose of this passage is for students to gain the basic information about wave theory and sound that they may need to know for the 2014 GED Science Module. 3) Show the video clip (1:10 min) to reinforce the ideas presented in the reading passage. (Waves that go along the direction of the wave = longitudinal waves). 4) Review answers of the T-chart of the characteristics of transverse and longitudinal waves. You may have to show students how to use the T-chart ? remind them it is a great graphic organizer to help them determine the differences in objects. 5) Have students continue with pages 3, 4, and 5. Discuss with students that the diagrams will help them understand parts of a wave. While students are working independently or in their table groups, circulate the classroom to make sure they understand the information presented in the diagrams. 6) Review answers as a whole class. Have students fill in the "L" part of their K-W-L chart from the warm-up activity. 7) If there is extra time, students can discuss in their table groups the information that was presented in the video and in the handouts.

Wrap-Up: Summarize

Time: 5 minutes

Have students turn to a partner (or write in their journals) about what they have learned today

about wave theory and sound. They may want to discuss some of the areas that they would like to

do further study on in the future. Their summary may include any wonderings they have about the

subject. Note: Use Routine 4 Handout

Extra Work/Homework: Unit 2.14 Handout 3

Time: 20 minutes outside of class

Students can read and answer questions from the Unit 2.14 handout 3. It is a way to incorporate and

expand upon the information from previous lessons on light.

Differentiated Instruction/ELL Accommodation Suggestions If some student groups finish early, they can turn their paper over and summarize the passage on thermodynamics and energy. There may be a lot of new vocabulary and ideas for some students, be prepared to assist by circulating while they are working on Unit 2.14 Handout 2.

Activity Activity 1 Handout 1 Activity 2 video and handout

H. Turngren, Minnesota Literacy Council, 2014

p.3

GED Science Curriculum

SCIENCE

Lesson 2.14: Physical Science ? Wave Theory and Sound

Online Resources: Online Interactive Wave Resources: If students have Internet connection, they should try to use the online practice with to help further their understanding of wave. 25_vid_applets.htm Suggested Teacher Readings:

GED Testing Service ? GED Science Item Sample (to get an idea of what the test may be like)

Assessment Guide for Educators: A guide to the 2014 assessment content from GED Testing Service:

Minnesota is getting ready for the 2014 GED test! ? website with updated information on the professional development in Minnesota regarding the 2014 GED.

ATLAS: ABE Teaching & Learning Advancement System: 2014 GED ? Classroom: Science: Minnesota's state-wide website for resources for the science module

H. Turngren, Minnesota Literacy Council, 2014

p.4

GED Science Curriculum

SCIENCE

Lesson 2.14: Physical Science ? Wave Theory and Sound

Unit 2.14 Handout 1 (2 pages total)

TEACHER ANSWER KEY

1. c 2. d 3. c 4. the time it takes an ultrasound wave to travel from the probe and return

as an echo 5. Answers may vary, possible answer: Both sonar and ultrasound use sound

waves to "see" things, but sonar sound waves are big enough to be heard b human beings, wile ultrasound waves are too small. 6. There is much less risk using ultrasound than radioactive X-rays.

H. Turngren, Minnesota Literacy Council, 2014

p.5

GED Science Curriculum

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download